Workshop 4-6 Flashcards
Cue - Action - Outcome: When you hear thunder, you open your umbrella, and it starts raining. What is the cue, the outcome, and the action?
Cue: Thunder
Action: Umbrella
Outcome: Rain
Pavlovian/Operant: When you hear thunder, you open your umbrella, and it starts raining. What is the cue, the outcome, and the action?
Pavlovian
Suppose you are with a small child who tells you, “Don’t open your umbrella, or it will start raining!” What kind of relationship does this kid think exists? What kind of common mistake in “credit assignment” is this?
Operant - superstitious, falsify
Cue - Action - Outcome: When Mercury goes into retrograde, Kyle says more demanding things because he recognizes that everyone is going to start giving him attitude. What is the cue, the action, and the outcome?
Cue: Mercury in retrograde
Action: Kyle gets demanding
Outcome: People give him attitude
Pavlovian?Operant: When Mercury goes into retrograde, Kyle says more demanding things because he recognizes that everyone is going to start giving him attitude. What is the cue, the action, and the outcome?
Operant
Why do people start giving Kyle attitude when Mercury goes into retrograde?
Kyle believes people will give him attitude so he becomes more demanding but in reality he changes his behavior
Which is the best example of Pavlovian-Instrumental Transfer?
When in the presence of a Coca-Cola logo, you want to go to McDonalds more
What kind of learning/memory: When you’re stressed, you end up walking home by accident instead of to class
Habit
What kind of learning/memory: When in the presence of a Coca-Cola logo, you feel thirsty
Pavlovian Association
What kind of learning/memory: When you’re stressed, you are more irritated by your scratchy shirt tag than usual
Sensitization
If we think about a traditional course structure - let’s say three midterms, and a comprehensive final exam - what “schedule of reinforcement” would that best correspond to?
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What aspect of that kind of schedule did we discuss in class that might make it harder to keep up with studying on a regular basis?
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We can think about attending class and studying as work, not that different (in some ways) from pressing a lever - part of the goal is to earn points to get a good grade. From this point of view, which of the four basic kinds of schedule of reinforcement would be BEST for encouraging a steady rate of studying, if it were possible?
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Courses unfortunately can’t easily control how much a student has worked or how many classes they have attended to schedule quizzes based on that, but can control how much time has passed. With this in mind, what is the “schedule of reinforcement” for the quizzes in this class, as best as you can tell?
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